1 / 36

Maine’s Revised Learning Results: Parameters for Essential Instruction

Maine’s Revised Learning Results: Parameters for Essential Instruction. Science & Technology. Topics Addressed. What are the Maine Learning Results? How were the Maine Learning Results developed? How are 2007 Maine Learning Results different from the 1997 Maine Learning Results?.

charde-hancock
Download Presentation

Maine’s Revised Learning Results: Parameters for Essential Instruction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Maine’s Revised Learning Results: Parameters for Essential Instruction Science & Technology Revised Maine Learning Results: Parameters for Essential Instruction 1

  2. Topics Addressed • What are the Maine Learning Results? • How were the Maine Learning Results developed? • How are 2007 Maine Learning Results different from the 1997 Maine Learning Results? Revised Maine Learning Results: Parameters for Essential Instruction 2

  3. Goals and Purposes • Identify knowledge and skills essential to prepare Maine students for post-secondary education, career, and citizenship • Express what students should know and be able to do at various checkpoints across a PreK – Diploma continuum • Define learning appropriate to all students regardless of their specific career and academic plans • Provide educators and parents with information Revised Maine Learning Results: Parameters for Essential Instruction 3

  4. Where the Revised MLRs fit in the Overall Framework Ensuring All Students are Post-secondary, Career, and Citizenship Ready • Parameters for Essential Instruction • Partnership for 21st Century • Best Instructional Practices • Environments for Learning (CH 125) • Assessments and Graduation Requirements (CH 127) Revised Maine Learning Results: Parameters for Essential Instruction 4

  5. MLR Support the Goals Outlined in the Guiding Principles • Clear and effective communicators • Self-directed lifelong learners • Creative and practical problem solvers • Integrative, informed thinkers • Responsible citizens Revised Maine Learning Results: Parameters for Essential Instruction 5

  6. MLR Development Resources MLR Review Advisory Committee • Content Area Panels – Maine Educators • National Consultants • Research on Learning • State, National and International Standards • 21st Century Partnership Framework Revised Maine Learning Results: Parameters for Essential Instruction 6

  7. Partnership for 21st Century Framework Informs the Revised MLR www.21stcenturyskills.org Revised Maine Learning Results: Parameters for Essential Instruction 7

  8. More Resources • External Science and Technology Reviewers • Review by the International Center for Leadership in Education • Online Survey • Business Community Revised Maine Learning Results: Parameters for Essential Instruction 8

  9. How the MLRs Have Changed • Clearer, more coherent, and more manageable • More focused and essential • Structure • Content Revised Maine Learning Results: Parameters for Essential Instruction 9

  10. Content Area Overview OUTLINE OF SCIENCE AND TECHNOLOGY STANDARDS AND PERFORMANCE INDICATOR LABELS A. Unifying Themes 1. Systems 2. Models 3. Constancy and Change 4. Scale B. The Skills and Traits of Scientific Inquiry and Technological Design 1. Skills and Traits of Scientific Inquiry 2. Skills and Traits of Technological Design C. The Scientific and Technological Enterprise 1. Understandings of Inquiry 2. Understandings about Science and Technology 3. Science, Technology, and Society 4. History and Nature of Science D. The Physical Setting 1. Universe and Solar System 2. Earth 3. Matter and Energy 4. Force and Motion E. The Living Environment 1. Biodiversity 2. Ecosystems 3. Cells 4. Heredity and Reproduction 5. Evolution Revised Maine Learning Results: Parameters for Essential Instruction 10

  11. Content Area Standards OUTLINE OF SCIENCE AND TECHNOLOGY STANDARDS AND PERFORMANCE INDICATOR LABELS A. Unifying Themes 1. Systems 2. Models 3. Constancy and Change 4. Scale B. The Skills and Traits of Scientific Inquiry and Technological Design 1. Skills and Traits of Scientific Inquiry 2. Skills and Traits of Technological Design C. The Scientific and Technological Enterprise 1. Understandings of Inquiry 2. Understandings about Science and Technology 3. Science, Technology, and Society 4. History and Nature of Science D. The Physical Setting 1. Universe and Solar System 2. Earth 3. Matter and Energy 4. Force and Motion E. The Living Environment 1. Biodiversity 2. Ecosystems 3. Cells 4. Heredity and Reproduction 5. Evolution Revised Maine Learning Results: Parameters for Essential Instruction 11

  12. Content Area Standards OUTLINE OF SCIENCE AND TECHNOLOGY STANDARDS AND PERFORMANCE INDICATOR LABELS A. Unifying Themes 1. Systems 2. Models 3. Constancy and Change 4. Scale B. The Skills and Traits of Scientific Inquiry and Technological Design 1. Skills and Traits of Scientific Inquiry 2. Skills and Traits of Technological Design C. The Scientific and Technological Enterprise 1. Understandings of Inquiry 2. Understandings about Science and Technology 3. Science, Technology, and Society 4. History and Nature of Science D. The Physical Setting 1. Universe and Solar System 2. Earth 3. Matter and Energy 4. Force and Motion E. The Living Environment 1. Biodiversity 2. Ecosystems 3. Cells 4. Heredity and Reproduction 5. Evolution Revised Maine Learning Results: Parameters for Essential Instruction 12

  13. Content Area Standards OUTLINE OF SCIENCE AND TECHNOLOGY STANDARDS AND PERFORMANCE INDICATOR LABELS A. Unifying Themes 1. Systems 2. Models 3. Constancy and Change 4. Scale B. The Skills and Traits of Scientific Inquiry and Technological Design 1. Skills and Traits of Scientific Inquiry 2. Skills and Traits of Technological Design C. The Scientific and Technological Enterprise 1. Understandings of Inquiry 2. Understandings about Science and Technology 3. Science, Technology, and Society 4. History and Nature of Science D. The Physical Setting 1. Universe and Solar System 2. Earth 3. Matter and Energy 4. Force and Motion E. The Living Environment 1. Biodiversity 2. Ecosystems 3. Cells 4. Heredity and Reproduction 5. Evolution Revised Maine Learning Results: Parameters for Essential Instruction 13

  14. Content Area Standards OUTLINE OF SCIENCE AND TECHNOLOGY STANDARDS AND PERFORMANCE INDICATOR LABELS A. Unifying Themes 1. Systems 2. Models 3. Constancy and Change 4. Scale B. The Skills and Traits of Scientific Inquiry and Technological Design 1. Skills and Traits of Scientific Inquiry 2. Skills and Traits of Technological Design C. The Scientific and Technological Enterprise 1. Understandings of Inquiry 2. Understandings about Science and Technology 3. Science, Technology, and Society 4. History and Nature of Science D. The Physical Setting 1. Universe and Solar System 2. Earth 3. Matter and Energy 4. Force and Motion E. The Living Environment 1. Biodiversity 2. Ecosystems 3. Cells 4. Heredity and Reproduction 5. Evolution Revised Maine Learning Results: Parameters for Essential Instruction 14

  15. Content Area Standards OUTLINE OF SCIENCE AND TECHNOLOGY STANDARDS AND PERFORMANCE INDICATOR LABELS A. Unifying Themes 1. Systems 2. Models 3. Constancy and Change 4. Scale B. The Skills and Traits of Scientific Inquiry and Technological Design 1. Skills and Traits of Scientific Inquiry 2. Skills and Traits of Technological Design C. The Scientific and Technological Enterprise 1. Understandings of Inquiry 2. Understandings about Science and Technology 3. Science, Technology, and Society 4. History and Nature of Science D. The Physical Setting 1. Universe and Solar System 2. Earth 3. Matter and Energy 4. Force and Motion E. The Living Environment 1. Biodiversity 2. Ecosystems 3. Cells 4. Heredity and Reproduction 5. Evolution Revised Maine Learning Results: Parameters for Essential Instruction 15

  16. Content Area Standards OUTLINE OF SCIENCE AND TECHNOLOGY STANDARDS AND PERFORMANCE INDICATOR LABELS A. Unifying Themes 1. Systems 2. Models 3. Constancy and Change 4. Scale B. The Skills and Traits of Scientific Inquiry and Technological Design 1. Skills and Traits of Scientific Inquiry 2. Skills and Traits of Technological Design C. The Scientific and Technological Enterprise 1. Understandings of Inquiry 2. Understandings about Science and Technology 3. Science, Technology, and Society 4. History and Nature of Science D. The Physical Setting 1. Universe and Solar System 2. Earth 3. Matter and Energy 4. Force and Motion E. The Living Environment 1. Biodiversity 2. Ecosystems 3. Cells 4. Heredity and Reproduction 5. Evolution Revised Maine Learning Results: Parameters for Essential Instruction 16

  17. Grade Spans A. Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology. A1 Systems Revised Maine Learning Results: Parameters for Essential Instruction 17

  18. Performance Indicator A. Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology. A1 Systems Revised Maine Learning Results: Parameters for Essential Instruction 18

  19. Descriptor A. Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology. A1 Systems Revised Maine Learning Results: Parameters for Essential Instruction 19

  20. Greater Clarity with Two Documents • Maine Department of Education Regulation 132 - Learning Results: Parameters for Essential Instruction • Maine Department of Education Regulation 131 – The Federal State, and Local Accountability Standards Revised Maine Learning Results: Parameters for Essential Instruction 20

  21. Content Differences between the 2007 and the 1997 MLR • For all content areas • Identification of grade level and grade span “big ideas” – the performance indicators • Greater depth of knowledge in those content areas • Greater alignment to national standards and the body of knowledge on learning Revised Maine Learning Results: Parameters for Essential Instruction 21

  22. Content Differences in Science and Technology • 13 Standards to 5 Standards • 254 Performance Indicators to 77 Performance Indicators Revised Maine Learning Results: Parameters for Essential Instruction 22

  23. Content Differences in Science and Technology Standard A Continuum of learning related to the concepts of scale, systems, models, and constancy and change. Revised Maine Learning Results: Parameters for Essential Instruction 23

  24. Transcending Ideas “Some important themes pervade science, mathematics, and technology and appear over and over again, whether we are looking at an ancient civilization, the human body, or a comet. They are ideas that transcend disciplinary boundaries and prove fruitful in explanation, in theory, in observation, and in design.” Science for All Americans Revised Maine Learning Results: Parameters for Essential Instruction 24

  25. Content Differences in Science and Technology Standard B • Scientific inquiry and technological design described separately • Technological design described Pre-K-Diploma • Inquiry and Problem Solving, Scientific Reasoning and Communication combined Revised Maine Learning Results: Parameters for Essential Instruction 25

  26. Content Differences in Science and Technology Standard C Implications of Science and Technology is divided into four groups: 1. Understandings of Inquiry, 2. Understandings about Science and Technology, 3. Science, Technology, and Society, and 4. History and Nature of Science. Revised Maine Learning Results: Parameters for Essential Instruction 26

  27. Content Differences in Science and Technology Standard D • Energy integrated into The Physical Setting and the Living Environment • Ideas in Continuity and Change regrouped Revised Maine Learning Results: Parameters for Essential Instruction 27

  28. Content Differences in Science and Technology Standard E • Discrete focus on classification systems to a broader understanding of biodiversity • Ideas in Continuity and Change regrouped Revised Maine Learning Results: Parameters for Essential Instruction 28

  29. Implications for Work in Schools • There will be a need for professional development to assist teachers in understanding how to make connects from Standard A to Standards D and E. • The standards will require schools to have a more comprehensive approach to instruction on technological design. • The role of technology educators (in traditional PreK-Diploma and CTE Centers) takes on greater significance. • The organization of the new MLR will require schools to focus more attention on the practice of scientists and engineers. • School programming will need to offer opportunity to learn for all students related to all performance areas. Revised Maine Learning Results: Parameters for Essential Instruction 29

  30. Opportunities for Integration • Observation skills and the arts • Biodiversity and geography; nature of science and history • Data analysis, formulas, statistics, and models; models, proportion, and scale; data collection, measurement, and scientific notation; prediction and mathematical formulas Revised Maine Learning Results: Parameters for Essential Instruction 30

  31. Opportunities for Integration • Cells, heredity and reproduction and human development; motion and physical movement; science and technology and environmental health • Research, reading strategies, informational writing, listening and speaking, vocabulary and concept development Revised Maine Learning Results: Parameters for Essential Instruction 31

  32. Career and Education Development • Lab work • A1 Interpersonal Skills • A4 Career and Life Roles • Understanding Science, Technology, Engineering and Mathematics (S.T.E.M.) Career Opportunities • B3 Education and Career Information • C2 Decision-Making • C4 Societal Needs and Changes that Influence Workplace Success Revised Maine Learning Results: Parameters for Essential Instruction 32

  33. Cross Content Connections www.maine.gov/education/lres/pei/cross_content.pdf Revised Maine Learning Results: Parameters for Essential Instruction 33

  34. Content Resources in Science and Technology • Project 2061 • Benchmarks for Science Literacy • The Atlas for Science Literacy • Science for All Americans • National Science Education Standards • Standards for Technological Literacy • Partnership for 21st Century Skills http://www.maine.gov/education/lres/scitech/ Revised Maine Learning Results: Parameters for Essential Instruction 34

  35. Timeline 2007 - 2009 • June 2007 – Maine Department of Education Regulation 131 adopted by the Legislature and signed by the Governor. • October 2007 – Maine Department of Education Regulation 132 approved by the State Board of Education. Revised Maine Learning Results: Parameters for Essential Instruction effective as of October 22, 2007. • Spring 2009 – MEA and MHSA are aligned to the 2007 Maine Learning Results Revised Maine Learning Results: Parameters for Essential Instruction 35

  36. For More Information Contact . . . Anita Bernhardt Science and Technology Specialist Maine Department of Education 23 State House Station Augusta, ME 04333 (207) 624 – 6835 Anita.bernhardt@maine.gov http://www.maine.gov/education/lres/scitech/ http://www.maine.gov/education/lres/pei/index.html Revised Maine Learning Results: Parameters for Essential Instruction 36

More Related